The Grauer School

Annual Report 2019-2020

Table of Contents

Page 3 A Message from The Head of School Page 4 Financial Report Page 5 Principal’s Report Page 8 Admissions Report Page 9 Marketing & Outreach Report Page 10 Research & Evaluation Department Report Page 13 Professional Development Program Report Page 15 Expeditionary Learning Center Report Page 18 Counseling Program Report Page 19 International Center Report Page 20 Humanitarian Service Center Report Page 22 STEM Center Report Page 25 Center for Athletics & Student Wellness Report Page 27 Visual and Performing Arts Center Report Page 29 Grauer Parent Association Report Page 30 Grauer Alumni Association Report Page 32 Giving Report

The Grauer School — 1500 S. El Camino Real, Encinitas, CA 92024 — (760) 944-6777 Page 2

A Message from The Head of School Stuart Grauer, Ed.D.

Get Outside! Greetings Everyone! Here is the Annual Report for the 2019-2020 Academic Year of The Grauer School, a home for collaborative leadership every day. Enjoy! For many years, I have directed my every thought and impulse towards the simple purpose of a sustainable school and foundation, built to last. I have been and plan to keep asking:

• How can we have a more sustainable community? • How can our teachers and students connect better with the natural world? • Is there anything we can do for the benefit of those who may come to the School seven generations from now? Virtually all of Grauer’s systems, reports, faculty and staff teams, fundraising, and organizational developments revolve around these great questions. Our leadership team and other teams are at their highest levels of stabilty and ability now reaching 30 years of consistent organizational development, enabling me to focus on these long-range visions, and I could not be more confident or prouder of these teams. Our rallying cry last year was: “Get outside!” Learners who are connecting with nature, going to green spaces, seeing far, and re-visiting the wilderness are happier, healthier, and smarter: all this is deeply rooted in irrefutable educational research. Our green campus (40% of which is native habitat) is an inspiration in which to learn, work and play. We remove the great outdoors from our education and daily lives only at a major cost to all of our physical, psychological and spiritual selves. All of this is supported by endowments (now totaling around $10,000 per student) to pay out in support of deserving scholars and teachers in perpetuity. Needless to say, our year became overwhelmed with the onset of a global pandemic which shook everything we knew about life and schooling. On March 17, marked by one single day’s training session, our entire faculty and staff pivoted to at-home distance learning using technologies our faculty was mastering on the fly, such as Zoom and Google Classroom. As we approached the close of this year, our staff courageously stayed the course to host our annual Gala event “virtually,” to a resounding success—we never calculated that we could include more people, since people could Zoom in from all points. We hosted people from both coasts and exceeded our fundraising expectations (for both teachers and for the massive pandemic expenses we were facing), all while having a great evening. Given that most schools and school parents completely cancelled their own plans, our Gala was a stunning success with an outpouring of family support, such as this report reflects.

Our gala and campus completion reflect the impact we are all making on young people finding courageous, unique voices they will need to face challenges to come.

Look around at our classic quad surrounded by coastal sage and maritime chaparral that the Kumeyaay may have left for us—this is what we call school and, really, our home. I spend every day of my whole life trying to learn how our children can be better stewards of all this, how to create a school where the main goal is for students and their teachers to be proud of doing what their hearts tell them needs doing—this is why I show up.

Stuart

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Financial Report Lorin Port – Controller

The Grauer School’s (“School”) philosophy has always been to focus on the highest quality, personalized education balanced with affordable tuition so that we can include families from across our community and with increasing diversity. As in previous years, all effort was made to both retain our greatest resource, our teachers, and keep class sizes small—a delicate balance. We continued to excel in this endeavor in 2019-2020, despite the uncertainty the pandemic has caused. Our focus on cash forecasting and building a budget that considers many possible outcomes has also been a priority. During the year, the School received an independent audit on its fiscal year ended July 31, 2019, with the financial statements receiving a clean opinion from the auditors as in previous years.

A key goal of the Finance Committee is stable growth of the School’s assets, equity, and revenue. The School’s net assets (assets less liabilities) grew by 9.9% during the fiscal year. This increase was driven primarily by endowment contributions and investment earnings. While maintaining a surplus on operations, the school was able to once again slightly increase its scholarship expenses over the prior year, while also increasing the scholarship endowment by over $500k. In addition to our Access to Grauer Financial Assistance Endowment and our Teachers Endowment Fund, we were thrilled to start and to begin funding the Loewy-Linz STEM Endowed Chair. We are looking to fund additional Program endowments, such as for the Arts and Athletics/Fitness.

The successful financial performance during the year continues to provide a strong foundation to help ensure the School meets its goals not just for this past year but for long into the future. [Note all references to financial metrics are reflective of the fiscal year ended July 31, 2020.]

In this academic year, the Finance Committee will focus on seven primary goals:

• Fiscal vigilance • Prudent financial management • Stable financial growth • Affordable tuition • Teacher retention • Building the all three endowment funds and perhaps establishing more endowed chairs. The Finance Committee will continue to focus on supporting the School’s purpose to provide advanced education locally and worldwide.

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Principal’s Report Dana Abplanalp-Diggs

The Grauer School was excited to celebrate its 29th year in 2019-2020. When we opened the school year in August, celebrating the occupation of our new Justice Center for the Performing Arts, we had no idea that our school year would end with our being off campus, connecting virtually via Zoom, during a global Covid-19 pandemic. It was certainly a memorable year. Whether on or off campus, we are continuing to redefine what an independent school looks and feels like by living our purpose every day—to teach and encourage students to become resourceful, intellectually curious, intrinsically motivated, self-advocating, and accountable in a college preparatory environment. Our program is working. Ninety-six percent of the members of our Class of 2020 were accepted into one of their top two colleges or universities; collectively, our 27 seniors were awarded over $5 million in merit-based scholarship awards. Most importantly, our students are happy. According to our annual Survey of School Quality, 98% of our students stated that they liked The Grauer School and 100% our students stated that their teachers really cared about them (compared to 48% of students nationally). Additionally, 98% of our parents believe that teachers respect their students as individuals.

Although The Grauer School is small by design, we offered over 160 different classes, 23 unique extracurricular club offerings, 19 unique Expedition choices, and over 60 field trips for our approximately 170 students. This year, we added two new classes: Advanced Film and Leadership in the Visual Arts; we also added a new Dance Club. We expanded Alicia Tembi’s role to Assistant Principal, and hired Jamie Burnett to lead the school’s sustainable gardening initiative as our Green Grauer Gardening Leader. This year’s all school theme was Ecostewardship and students were involved through expeditions projects, gardening across the curriculum, and cross-curricular environmental activism collaborations.

Perhaps the school’s biggest challenge presented itself in March when we were required to close all on campus operations to flatten the curve and help do our part to combat the Covid-19 pandemic. The Grauer School only lost one full day of regular instruction, pivoting to synchronous instruction using the Zoom platform. Grauer students attended their regularly scheduled classes virtually, continued to collaborate in breakout rooms, and engaged in an enriched curriculum. Our students were still held accountable for their coursework and earned grades; however, they were still given numerous opportunities to collaborate with their teachers during classes, in office hours, and in virtual clubs. Despite the pandemic, our creative faculty reimagined some of our favorite Grauer traditions, hosting the Gala, Prom (including the addition of a Minecraft Prom), Grauerpalooza, Senior Graduation Defense presentations, and even Graduation through Zoom.

In addition to logging thousands of hours of community service and traveling across the globe with our Expeditions programs, our students and faculty amassed numerous awards this year. Some of these awards include:

• National Public Radio (NPR) came to campus to interview Arabel M. ’20 and Thalia M. ’21 for a story about high school students’ views on climate change • Both our 8th grade girls Volleyball Team and our Middle School Flag Football teams won the Independent Middle School League Title. • The Grauer School was featured in several newspaper articles, covering the school’s resolution to dedicate the school year to an all-campus effort to embrace sustainable environmental practices and work to reduce the local and global impacts of climate change. • Our 7th grade team hosted the first annual Medieval Harvest Festival and Sports Tournament on campus. Students hosted stations designed around different research topics from Medieval Europe; there was also a

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photo booth, stocks (the crime and punishment station), banana sword fighting, archery, and a “javelin” obstacle course on “horseback.” • Kai S. ’20 earned 3rd place in the Amateur Junior Men’s division of the Bodyboarding US Festival, competing against 109 of the best amateur bodyboarders nationwide representing 7 different countries. • Our senior class hosted the school’s first Activist Fair, part of a semester-long Senior Seminar Project designed to help seniors raise awareness about a social, environmental, or political issue that they are passionate about. • The Grauer School’s Theater Arts department hosted their production of the play “The Good Doctor” by Neil Simon. • We hosted a cross-cultural exchange between our 11th grade students and 11th and 12th graders from Kansai Soka High School, a UNESCO school based in Osaka, Japan. • We fielded two high school teams for the 22nd annual High School Mathematical Modeling Competition. Team 1 earned an Honorable Mention, placing them in the top 45% of all competing teams and Team 2 earned a Meritorious ranking, putting them in the top 20% of all teams. • Our High School CIF boys basketball team finished the season with a 20-3 record, finishing the season as the #1 team in the Sierra League. Our High School CIF girls basketball team finished the season with a 21- 3 record, finishing the season as #1 in the Pioneer League. Ivy H. ’21 was named to the Division V First Team All-Sierra League. • Max B. ’22 placed 1st in the Bowl competition and 2nd in the Mini-Ramp competition at the California Amateur Skateboard League (CASL) contest. • Gabriel S. ’21 and Jason W. ’21 led “Team Answer for Cancer,” a high school student fundraising group for the Leukemia and Lymphoma Society. This team raised over $70,000 in just 7 weeks, earning the Community Involvement Citizenship Award. • Brandon D. ’25 was chosen as a First Place Winner in the American Protégé International Music Talent Competition for his solo cello performance of “Flight of the Bumblebee.” Brandon and his brother Ethan D. ’23 received Second Place for their cello duet in the same competition for ensemble. Both Brandon and Ethan were invited to perform at Carnegie Hall. • The Grauer Surf Team won multiple awards from the Scholastic Surf Series competitions. Kai S. ’20 won the overall 1st place trophy in Bodyboard, Sage S. ’23 won the overall 1st place trophy in Men’s Shortboard, Kasey B. ’20 won the overall 1st place trophy in Men’s Longboard, and Sophia H. ’22 won the overall 6th place trophy in Women’s Shortboard. • Sophie S. ’20 was honored as a National Merit Finalist and Scholarship Winner. • Five Grauer students submitted films to the iVIE (Innovative Video in Education) Awards and Student Film Festival in San Diego. The short film “Grauer Quaranteens” created by Ennis R. ’25, Urmila H. ’25, and Finn C. ’25 won the iVIE in the Middle School from Home category. • Jaden C. ’22 was named to both USA Fencing’s First All-American Team and First All-Academic Team. The following awards were presented to honor the top achievements for the 2018-2019 school year:

• The Grauer School Resourcefulness Award, the school’s highest honor~ Zoe-Daphnee L. ‘20 & Sophie S. ‘20 • The Grauer School Trustees’ Award for Humanitarian Service~ Clara H. ‘20 • The Grauer School Leadership Award~ Will F. ‘20 • DAR 8th Grade Good Citizenship Award~ Lily T. ‘24 • DAR 11th Grade Good Citizenship Award~ Mia B. ‘21 • Encinitas Chamber of Commerce Student of the Year~ Gavin M. ‘24 • Encinitas Chamber of Commerce Teacher of the Year~ Brendan Wallace

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Congratulations to the Class of 2020 for graduating with distinction in:

• Charles A.~ The Arts • Jade B.~ Expeditionary Education • Kasey B.~ Athletics and Expeditionary Education • Christian B.~ The Arts: Music • Tristan C.~ Expeditionary Education and The Arts • Ava D.~ Liberal Arts • Cody D.~ The Arts • Will F.~ Leadership and Expeditionary Education • Eva F.~ Expeditionary Education • Quinn G.~ Liberal Arts • Kendal H.~ Liberal Arts • Clara H.~ Leadership and Expeditionary Education • Oceane I.~ STEM • Zoe-Daphnee L.~ The Arts: Music • Charlie M.~ Expeditionary Education • Arabel M.~ Humanitarian Service • Francesca M.~ The Arts: Liberal Arts and Music • Nate M.~ Leadership • Nicole S.~ Expeditionary Education and Ecological Studies • Emerson S.~ Athletics and Expeditionary Education • Kai S.~ Liberal Arts • Sophia S.~ Social Justice/Activism • Tyler T.~ The Arts: Photography • Tavin W.~ Leadership • Chris W.~ Athletics and Expeditionary Education • Hannah W.~ The Arts: Theater Arts • Josie Y.~ Fitness, Arts, and Social Justice

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Admissions Report Olivia Kleinrath and Tricia Valeski, Ph.D.

Relationship-Based Education, Activism & Global Citizenship

“Grauer’s small class sizes & the personal bond between students and teachers, its focus on creativity, kindness and academic growth, and its emphasis on building global citizens are reasons that The Grauer School is the perfect fit for our children.” – 7th & 9th grade applicant parent

At The Grauer School, we know that building supportive relationships among teachers, peers, and our community is the best way to educate and engage our students both emotionally and academically. Furthermore, we are developing activists and global citizens. This year specifically our faculty and student body pledged to support environmental stewardship in our school and beyond. We are looking for students who are ready to engage with peers and mentors and are eager to take on leadership opportunities in community, culture and service. Candidates should also be well suited for an education that carefully balances a college preparatory environment with mastery and expeditionary learning. As always, kindness and compassion are our top priorities as we continue to foster a safe, innovative, inclusive, and compassionate school community, where small schools excel. The Grauer School is accredited by WASC and continues to be a member of the National Association of Independent Schools and many other professional associations.

Before the school closure in March due to the COVID-19 pandemic, we were able to complete a full admissions season. In addition to our annual Open House in the fall and seven Discover Grauer tours throughout the winter and spring, we scheduled private tours for applicants and their families and gave prospective students the chance to experience a “shadow day”. We also held two “at home” gatherings, one for middle school families, and one for high school applicants, where prospective parents had an opportunity to talk with Dr. Grauer and one of our admissions associates, and to learn about the school at the home of a current family. This intimate, informal format enabled us to really communicate the unique vision and personality of our school. We met with admissions associates and heads of school at area feeder schools, represented The Grauer School at their events, and invited them to our campus. We are currently working virtually with families inquiring over the summer and are developing a virtual tour in preparation for the fall admissions season.

In addition, we entered our third year of our Early Admissions program. Families had the opportunity to indicate whether Grauer was their first-choice school, and if they would like to be considered for early admission. Once accepted, they were given two weeks to return their enrollment contracts and fees. This program continues to be successful: 56% of our new students (and 70% of our seventh graders) were enrolled through early admissions.

2017/18 2018/19 2019/20 CAIS NAIS Grauer CAIS NAIS Grauer CAIS NAIS Grauer Applications Rate 59% 54% 36% 61% 50% 36% 52% 50% 34% (Completed/Inquiries) Acceptance Rate 53% 68% 76% 54% 69% 71% 58% 71% 63% (Accepted/Completed) Yield 70% 66% 72% 71% 66% 72% 70% 65% 67% (Enrolled/Accepted)

Overall, after receiving 270 inquiries, we accepted 58 of 92 complete applicants, putting our acceptance rate at 63%. Of those accepted, 67% decided to enroll (39 new students).

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Marketing & Outreach Report Olivia Kleinrath

Grauer can only advance its mission by getting the word out. Every year we report on marketing, reflecting our efforts to increase our messaging and exposure to the general public, and including longitudinal data so we can track our progress. I. Admissions Inquiries Admissions Inquiries increased by 33% over the past 4 years. In 2019-2020, the school had a much higher conversion rate (inquiries converted to completed applications), as well as a lot of applicants late in the school year, primarily due to the realities of on-line learning at public schools.

Grauer 5-Year Trends

2016-17 2017-18 2018-19 2019-20 2020 -21 Inquiries 220 214 260 323 275 Completed Applications 86 76 92 92 103

II. Google Analytics The Grauer School’s website traffic increased more than 60% over 3 years. • Overall Traffic, 2017 to 2020: increased overall website traffic by 57.79% • New Visitors, 2017 to 2020: increased by 59.99% • International Visitors increased across the board. • Bounce Rate (the percentage of visitors who enter the website and then leave rather than continuing to view other pages) is down 34.11% overall, which means that visitors are viewing more of the material on the school’s website.

III. Dr. Grauer’s Column Dr. Grauer’s weekly column increased to 1333 subscribers, with around 320 readers spending an average of around 5½ minutes reading the column which equals approximately 2000 minutes each week of readership time. IV. Press Releases Last winter, we retained local writer Joe Tash and have used him to produce monthly press releases. Press has featured key topics including our “Get Outdoors” initiative, Grauer activism, Grauer naturalist art exhibit, and expeditionary education. V. Facebook Statistics Over A 4-Year Period

Facebook Statistics June 2016 October 2017 March 2018 October 2020

Page Followers 718 people 862 people 900 people 1007 people

Page Likes 762 people 910 people 941 people 1019 people

Organic Reach 115 people on 150 people on 150-200 people on typical 170-350 people on (not paid with an Ad) typical post typical post posts with news and typical posts with photos news and photos

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Research & Evaluation Department Report Tricia Valeski, Ph.D.

Parent and Student Surveys

At The Grauer School we are constantly striving to create a safe space for teenagers to come of age, develop their voice, and discover who they want to be. One way we determine whether we are living up to this goal is through surveying parents, teachers and students. This year we administered two parent surveys and three student surveys.

Parent Survey From previous research we know that parents’ perceptions of the school’s ability to meet their children’s needs can have far-reaching consequences for students’ academic success. Therefore, every spring we administer a Parent Survey to measure parent perceptions of the quality of the school, the fit of the school for their child, and whether we are helping our students develop core values. Here are some of the highlights of what we found.

• Balanced Holistic Education and Connectedness: 100% of Grauer parents feel their children are connected to the school; 93% of them feel that their children like school; 100% of parents feel they understand the benefits and advantages of the small school.

Balanced Holistic Education and Connectedness 100% 100% 93% 97% 79%

School helps students Students feel Students like school School cares about Small school undersatand/improve connected to school family and we feel advantages wellness and health connected

% Agree/Strongly agree

• Expeditionary Learning: 100% of Grauer parents feel the school encourages students to become involved in the community/outside world; and 100% of them feel that expeditions help children learn by discovery. • Compassion: 95% of Grauer parents feel that the school cares about their children, and 93% of them feel that their students are learning to be compassionate at school. • Resourcefulness: 95% of Grauer parents feel that their children are learning to be resourceful. • Intellectual Curiosity: 82% of Grauer parents feel that their children are becoming intellectually curious; and 87% of them feel their students benefit from the mastery learning policy. • Perseverance: 87% of Grauer parents feel their students can keep working when school becomes challenging; and 95% of them feel their students have the energy to reach their goals. • Self-Advocacy: 85% of Grauer parents feel their students take responsibility for their outcomes; and 92% of them feel that their students can reach out to their teachers independently.

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• Accountability: 97% of Grauer parents feel that the school helps students understand what is expected of them; and 89% feel that the school helps their students be responsible. • College Preparation: 95% of Grauer parents feel the school is preparing their children for college; and 90% feel that mastery learning and self-reflection are contributing to college preparedness. • Areas for Growth: Only 79% of our parents feel that their children are developing intrinsic motivation and stand up for what they believe in. 51% of our parents feel their children get distracted when they are working on completing a project, and only 77% feel that our programs are helping students take control of their learning. In addition to our annual parent survey, we administered the NAIS parent survey to our current and new families to gage how they are coping during the pandemic. One parent expressed:

I wanted to convey again that what you and the faculty have done over the last five months (preparing and then implementing the distance learning program) is mind-boggling. The online learning Grauer provided was head-and-shoulders above what other schools offered. While I heard lots of friends complain about the lack of engagement for their children, I counted among our family’s many blessings the fact that [our son] was a member of your fine community.

Fifty five percent of all parents noted social emotional development should be the main goal of lesson plans, programs, and activities. Ninety-seven percent felt that virtual teaching interactions with teachers and students were addressing their children’s needs well in class, and 89% of Grauer parents said virtual tele-interactions were going well outside of class. None said “not well”. Overall, Grauer families are adjusting well to the COVID-19 situation, by their own account, though 27% have been negatively financially-impacted.

Student Survey: Challenge Success

In order to better understand our students’ perceptions of our specific programs, we administer a Student Survey every year. This year we administered the Challenge Success Survey, developed at Stanford University. This survey addresses students’ perceptions of engagement, teacher support, parent expectations, homework and stress, sleep, extracurricular activities and physical health. The following are some of the key findings:

• Perceptions of School, Health and Stress: The most common words used to describe the school were caring, welcoming, small, and fun. The most common sources of stress were grades, tests, quizzes, finals or other assessments (66%); overall workload and homework; procrastination/time management; college and the future (>45%). 84% of students report experiencing stress-related health symptoms in the past month. • Sleep: Students report getting an average of 7.3 hours of sleep per night on weeknights. 80% of students report keeping their phone in their bedroom at night (59% use their phone as an alarm clock). • School Support and Engagement: 90% of students feel there is an adult they can talk to at the school if they have a problem. On a scale from 1 to 5 students average 4.3 when asked whether they feel teachers care about them and support them as learners, and 3.6 when asked whether they feel a sense of belonging at their school. In terms of engagement, 33% of students are “doing school”, meaning they do their work but don't enjoy or value it. 30% are “purposefully engaged”, meaning they do their work and value it but don’t enjoy it. 26% are “fully engaged”, meaning they do their work, value it, and enjoy it. 6% are “disengaged”, meaning they neither do, value or enjoy their schoolwork. • Homework: Students report doing 2.5 hours of homework on weeknights and 2.7 hours of homework over the weekend. 59% of students feel that half or less than half of their homework is useful and 57% feel that they have too much homework. 59% of students feel stressed by their homework and 75% “multitask” while doing homework (listening to music, eating a snack, checking email). • Parent Expectations: 72% of students feel they can meet their parents’ expectations. On a scale from 1 – 5 students average 2.9 when asked whether their parents hold them to high expectations. • Areas for Growth: According to students, the most effective ways to reduce stress and improve engagement and well-being would be to reduce homework load, eliminate/reduce homework on the weekends, and ask teachers to coordinate deadlines for major projects and assessments.

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Student Survey: Coping and Connecting During Coronavirus We care deeply about our students and wanted to know how they are doing, relative to their peers, during this difficult time of pandemic, so we used a survey that was adapted from an NAIS survey administered to teens nationwide. The following are some key findings:

• Teens are worried about the effects of the coronavirus on their families. 61% of teens nationwide, and 48% of Grauer students are worried that they or someone in their family will be exposed to the virus. 35% of Grauer students and 63% of students nationwide are worried about how the coronavirus will affect their family’s ability to make a living. • The coronavirus is making teens feel more lonely. 42% of teens nationwide and 45% of Grauer students report feeling more lonely than usual right now. Only 15% of teens nationwide and 9% of Grauer students report feeling less lonely than usual. • Texting and social media are providing outlets for many teens. • The coronavirus is making teens feel less connected to their teachers and friends but is bringing families together. 48% of teenagers nationwide and 44% of Grauer students feel less connected to their friends right now, and 36% of Grauer students feel less connected to their teachers. On the positive side, 40% of teens nationwide and 45% of Grauer students feel more connected to their families right now. • Students are worried about being able to keep up with schoolwork, but Grauer students are faring better than their peers. 55% of students nationwide and 39% of Grauer students are worried about being able to keep up with schoolwork. • Grauer students are more likely to have a space dedicated to school at home and more regularly commit to a schedule than their peers.

Teacher Evaluation Survey

Even more than in previous years, student evaluations of teachers demonstrate that our teachers are developing meaningful connections with them and creating a classroom culture of teamwork and collaboration. This has been achieved without sacrificing students’ perceptions of academic challenge, or their views of teachers as role models and masters of content. These results are impressive in light of the challenges of teaching online. The school leadership intentionally lowered rigor for the final 3 months as a way of addressing the stresses of the home quarantine and remote learning format, which deprived the students of their normal in-person teacher interactions.

Overall Averages (Scale 0-4) 2015/16 2016/17 2017/18 2019/2020 This teacher knows my needs and really understands me. 3.17 3.21 3.22 3.33 During class we all feel like we are together on a team. 3.10 3.21 3.19 3.36 This teacher is a master of subject & academic content. 3.65 3.71 3.65 3.74 I feel challenged by this teacher/class/subject. 3.21 3.36 3.27 3.17 I admire this teacher. He/she is a great role model. 3.41 3.36 3.33 3.49

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Professional Development Program Report Alicia Tembi

“Thank you for the precious gift of your presence in our lives, and for the values for which you stand. Thank you and the rest of the Grauer family for your caring, uplifting support of all the students, and for all the unseen things you do with such grace.” – Grauer Parent, May 2020

Introduction “Our students mean the world to us.” – The Grauer School Faculty Motto

The Grauer School faculty puts students first, which means the decisions made at the whole-school level as well as the classroom level put the needs of students ahead of the needs of the adults. This attracts a particular type of teacher; one that deeply values the sacred student-teacher relationship. Teachers at Grauer appreciate and nurture the uniqueness of each student. The same is true of their fellow teachers; they are respected and appreciated for their individual passions and talents and are not expected to conform to a one-size fits all style of teaching or professional development--though we also have targeted mission-driven faculty workshops and whole school initiatives.

The professional development program at The Grauer School aims to provide teachers with the opportunity to grow as educators in order to better serve the needs of our students and to ensure that the mission and core values are flourishing. There are many structures that support and protect the work and livelihood of the teachers at Grauer, including the Professional Development Program. The program plays an integral role in ensuring that teachers are supported professionally, mentally, spiritually, and physically. There are several key structures that make up the Professional Development Program at Grauer. These include:

1. The Leadership Team: The Leadership Team works in conjunction with the Professional Development Team to ensure opportunities are on mission and support the strategic vision of the school. Administrators (Head of School and Principal) meet with teachers mid year and at the end of the year to determine annual goals and track progress. 2. The Professional Development Team: The team serves as a place for teachers to expand their craft and organizes opportunities for faculty to continue to grow on an individual and organizational level. The PD team facilitates teacher led workshops, peer observations, summer reading book club and supports the annual school focus. 3. Department Teams: Teachers engage in meaningful professional development at the departmental level to achieve departmental goals and enhance the teaching and learning at Grauer. Department Teams support the school-wide annual focus and key areas for growth as identified by data. 4. External Resources: Teachers are able to apply for professional development grants to further their practice in an area of interest to them. Grants could be for educational conferences, summer workshops, certifications in areas like yoga or mindfulness as well as pursuing advanced degrees. 5. Head of School hosts short, whole-faculty “philosophy to action” conversations at the start of weekly faculty meetings.

Professional Development Data

Budget and Grants: • The 2019-2020 budget for Professional Development Grants: $9,142.22 • In 2015 the TNTP (The New Teacher Project) survey found that districts spend $18,000 per teacher per year on professional development. • During the 2019-20 school year, 11 Grauer faculty members out of 30 applied for one or more professional development grants.

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Teacher Ratings of Professional Development Opportunities:

• During the 2018-2019 school year, 78% of TGS faculty members reported having satisfactory opportunities for professional development, we are near the 99th percentile as compared to other schools. • During the 2017-2018 school year, 70% of TGS faculty members reported having satisfactory opportunities for professional development. • In 2015, the TNTP (The New Teacher Project) survey found less than 50% of teachers are satisfied with their professional development opportunities.

Student and Parent Ratings of Teaching Skills

2017/2018 2019/2020

This teacher is a master of this subject and academic content. 3.42 3.74

This teacher really helps me get my thinking clear and organized. 3.21 3.30

I admire this teacher. He/she is a great role model. 3.42 3.49 Student Quality Survey, 2018 and 2020

• During the 2019-20 school year, 97% of Grauer parents surveyed felt that virtual teaching interactions with teachers and students were addressing their children’s needs well in class. 50% said “very well.” 0% said “not well.”

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Expeditionary Learning Center Report Patricia Young

Learning by Discovery: “Get Outside!”

The Grauer School was founded on a one-of-a-kind Expeditionary Learning program known for how it creates opportunities for students and staff alike to live by the school’s motto to “Learn by DiscoveryTM.” With 37% of class of 2020 seniors choosing to graduate with Expeditionary Learning as an area of distinction, it is evident that this program is continuing to make its life-changing mark on the hearts of our students. The Expeditionary Learning program focuses its emphasis on connections: between and among students and teachers, with the wonders of the world around us, and with our inner humanity. Through these connections, we can build relationships and actively manifest the school’s core values such as resourcefulness and compassion.

The Grauer School continues to feature three primary types of Expeditionary Learning Experiences: 1) week-long Expeditions held in the fall and spring, 2) class outings and field trips, and 3) Middle School Experiential Learning activities held each Friday afternoon.

Below you will find a list of highlights for each of these three categories for the 2019-2020 academic year.

Expeditions

This past academic year, The Grauer School ran eight of our eleven Fall 2019 Expedition offerings and planned to run eight of our ten trip offerings in the spring. Due to the rising COVID-19 pandemic, the Leadership Team made the difficult decision to cancel our spring 2020 Expedition line-up (with some opportunities postponed until Spring 2021), because safety is always our utmost priority when travelling with students. As the pandemic continues, our versatile team prepares to pivot as needed and is ready to offer local intensives or closer-to-home options pending the advisories of health officials in the Fall 2020 Expedition cycle.

Fall 2019 Expeditions

1. Pali Middle School Expedition 2. Santa Barbara High School Expedition 3. Fitness in Nature: Big Bear Expedition 4. Santa Cruz Passion Project Retreat 5. Santa Cruz Music Intensive 6. Yellowstone & Grand Teton National Park Trip 7. Deep into the Ancient Ways – Ecuador 8. Service in Thailand Expedition * High Sierra Backpacking Expedition (offered, not run) * Media Arts Intensive - day trips (offered, not run) * San Diego Day Trips: Community Service (offered, not run)

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Spring 2020 Expeditions (Cancelled or Postponed due to Coronavirus Pandemic)

1. Pirates of the High Desert - Joshua Tree Middle School Expedition 2. Washington, D.C. Expedition (postponed to Spring 2021) 3. Mammoth Mountain Restorative Adventure Expedition 4. Santa Cruz "Outdoor Science School" Leadership Expedition 5. Media Arts Intensive - Local Daily Workshops 6. Chicago College & City Life Expedition 7. Marine Biology Intensive in Kauai (postponed to Spring 2021) 8. Costa Rica Rainforest Adventure (postponed to Spring 2021) 9. * Wilderness Rite of Passage High School Expedition (offered, no demand) 10. * Law & Order Intensive - day trips (offered, no demand)

Middle School Experiential Learning

During the on-site portion of our school year, each Friday afternoon, our 7th and 8th grade students met with the experiential learning team for an opportunity to explore and learn beyond the typical classroom curriculum. Students participated in self-selected mini-electives. This was the sixth year for combining sports team practice schedules with Middle School Friday activities.

Highlights of this year’s Middle School Experiential Learning Program included:

Exploratory-based mini-electives • Farm-to-Table Cooking • Garden & Chickens (new format) • Hiking • Media Arts – Exploring Film & Green Screen • Mini-Horse Therapy Animal Training Supports (new) • Self-Defense • Strategy Games • Middle School Friday Box • Seasonal Sports Teams (Basketball, Cross Country, Flag Football and Volleyball)

Middle School-wide events: • Community Service Fairs • Hour of Code (3rd year) • National Geographic Geography Bee

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Field Trips and Class Outings

Logged field trips were on the rise this year. When comparing trips occurring over seven months of onsite learning this year, compared with 9 months last year, we still had a 9% in excursions. Almost 90 field trips and class outings were logged this year – a testament to our faculty’s dedication to the school motto.

Highlights of this year’s Field Trips and Class Outings included:

• STEM: Acoustic Resonance Chamber, Carter’s Hay & Grain, Birch Aquarium for climate change field lab, Carlsbad High School CHSTV Broadcast Show, fish and plastic surveys at Swami’s Beach, Home Depot, San Elijo Lagoon Science Center, Wonderspaces

• Humanities: Barona Cultural Center and Museum, churches and temples (Buddhist, Catholic, Jewish, Lutheran, and Orthodox), Dove Library, Joshua Tree Overnight (National Parks studies), Museum of Man, San Diego Superior Courthouse, San Dieguito Interfaith Ministerial Association Presentation, Scripps Hospital & Labyrinth, Seaside Center of Spiritual Living, Self-Realization Meditation Gardens,

• The Arts: downtown Carlsbad and Encinitas, Michael’s, Oceanside Museum of Art, Oceanside Pier, Old Globe backstage tour, photography at Lake Hodges, private African art collection, prop shopping at thrift stores, Ralph’s, San Dieguito Park, VGs (donut still life), Yogurtland

• World Languages: Language and culture meal trips for ASL, Chinese, French, and Spanish

• College Tours and supports: Petco Park Career night, SDSU admissions tour, Studio School college, USD admissions tour

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Counseling Program Report Shelley Boniwell

Balance and Joy

“My experiences at The Grauer School have not only cultivated a strong sense of community in me, but have developed my morals as a human being as well. I have learned how to truly be a person of character thanks to everything I have learned at Grauer.” - A.D., Class of 2020.

The Grauer School Counseling Program assists students in achieving a balanced, joyful school experience as they prepare for a values-driven future. We believe this balance leads to successful post-secondary education and meaningful career development. We encourage our students as they develop the core-values, mentoring relationships, and tools necessary for them to identify and achieve their goals for a purposeful life. The Counseling Office has become and remains a safe, comforting and familiar space for students across all grade levels. This is evident in the results from the student survey this year, in which the majority of the students surveyed responded that “we all feel like we are together on a team” and “this teacher really helps me get my thinking clear and organized”. Students utilize the office space for a variety of reasons including when they need support and are feeling overwhelmed, when they’re anxious, sad, happy, need a hug, want to leave gratitude or need someone to listen and need to be heard. It also continues to be a hub for post-secondary planning be it college counseling, gap year planning or making plans to pursue interests and career paths. 23 of our 27 graduating seniors from the class of 2020 will be attending a 4-year college or university, 1 will be attending Community College and 3 will be taking a Gap Year. Of the students attending a 4-year college or university in the fall from our 2020 graduating class: 74% were admitted to their 1st choice school (77.4% national average), 86% to their top 1 or 2, and 100% to one of their top 3 (94.8% national avg.). (https://www.heri.ucla.edu/monographs/TheAmericanFreshman2018.pdf) The class of 2020 earned $5.2 million in merit scholarship offers. Of those applying to 4-year college or university, 86% received some amount of merit-based scholarship compared to 55.4% nationally.

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International Center Report Jillian Bourdon

Global Citizenship and Universal Values

The 2019-2020 school year at Grauer had a smaller international student population than usual, yet we continued to prepare all our students for global citizenship and the universal values that are our mission. Through opening our doors as hosts to international visitors, Grauer students had the opportunity to engage in compassionate conversations and develop personal relationships with those from other cultures.

One facet of our international program involves student group visits. This year we had a very successful exchange with Kansai Soka, one of our partner UNESCO high schools in Osaka, Japan. For this exchange, a group of Japanese students spent the morning with Grauer students in the Justice Center, where they engaged in meaningful formal and informal discussions about topics as diverse as fashion, music, activism, and nuclear disarmament. Despite the relatively short duration of the meeting, the two groups connected with each other deeply, and each added to their perspectives regarding global trends and issues.

Our own international student population is down to four children on F-1 Visas from a single Chinese family. As these four students (3 girls and a boy) have been part of the Grauer community for several years, they have assimilated into Grauer’s school culture while still maintaining and sharing their personal cultural values and traditions. These students shared traditional Chinese dance and musical performances during our annual Asian New Year assembly. In addition, their strong personal emphasis on family values is evident in the fact that when on campus, all three girls can usually be found in the nursery, helping to care for the Grauer little ones.

International travel was suspended in March 2020, casting a shadow over any international student exchange, programming, or visits, which spells trouble for our founding goal of hosting and promoting international education on our campus. Our admissions office will attempt to address this situation, but the outcome is unpredictable, unfortunately. Furthermore, more students are entering schools in other English-speaking countries.

Through international expeditions and cultural exchanges, Grauer students are continuing to develop their understanding of cultural influence on personal experience. Through each of the connections, our students’ perception of the world expands and their compassion deepens. Now, perhaps more than ever, Grauer students are sensing the importance of open-minded curiosity and tolerance.

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Humanitarian Service Center Report Jessi Brown

“Help thy brother’s boat across and lo! thine own has reached the shore.” - Hindu Proverb

As many people have noted on social media over the past few months, we may all be in the same storm, but we are not all necessarily in the same boat. No matter what boat our students have been in as they’ve navigated the rough waters of the pandemic, they’ve certainly stepped in to help their neighbor’s boat across.

The 171 students at The Grauer School logged a total of 3,278 hours this year, which is about a 22% decrease from the previous year. Obviously the shelter-at-home orders had a huge impact on our students’ ability to serve their community. Additionally, many students typically participate in service opportunities on their Spring Expeditions, which were cancelled this year. When we break the numbers down a bit, though, they are actually quite inspiring.

If we look at March 18, 2020 (the day we started remote learning) through the end of the school year on June 5, 2020, students logged 498 hours of service. Nearly 500 hours while at home! Last year, 30% of the total hours were logged in the fourth quarter. This year, our students still managed to log 15% of the total hours in the fourth quarter. We use MobileServe to track our hours and promote service events, and I asked MobileServe to compare our students this year to other schools with fewer than 250 students. The average hours per user at other schools was 19.8 and The Grauer School’s average was 19.2, so we are right on track with other small schools nationwide. Overall, 73 students (43%) met or exceeded the service requirement of 12.5 hours this school year, even with the pandemic.

Here are some of the causes to which they gave their time: • 43% of the hours served were dedicated to helping children and youth (up from 29% last year). Students offered tutoring services through Study Buddy and Casa de Amistad, helped peers with special needs play baseball with Miracle League, collected change for UNICEF, made blankets for orphans in Cambodia with Children Helping Children International, and walked to raise money for a cure for juvenile diabetes with JDRF. • Only 5% of the service done was for environmental causes (down from last year’s high of 12%. Almost all of last year’s environmental stewardship was done either on class field trips or on expedition, so not having Spring Expeditions definitely impacted this number as did the closure of parks, trails, etc because of COVID. During the quarantine, students still picked up trash while out on walks with their families and took pictures of flora and fauna for Zooniverse. On the Fall Expeditions, students helped beautify their surroundings in Carpinteria and Pali, as well as volunteering with Adopt-A-Shoreline, Save our Canyons, and Vertical Harvest. • Volunteering for causes that benefit the elderly actually went up by about 50 hours this year to 196 hours. A large number of these hours were for Meals on Wheels and other organizations, like StayHome San Diego, which provided meals to the elderly. These services were especially important during the quarantine period. Some students also made cards and videos to send to residents at nursing homes who were not able to see their loved ones. • Volunteering on campus was only down by 4% this year from last, which is surprising given that students typically earn a lot of hours volunteering at the gala (which was virtual this year). The juniors did, however, continue to mentor their 8th grade mentees while at home, which we still counted as service to the school.

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The Class of 2020 logged 3,621 hours during their time at Grauer; serving only 300 of those during the 2019-2020 school year. This is representative of a trend in recent years of the senior class not serving as much as other classes. By comparison, the Junior class logged 885 hours this year. This low number is in spite of an effort by Senior teachers to encourage altruism and activism through the Senior Seminar Project last year.

That said, the class of 2020 still did a considerable amount of service during their time at Grauer. Of the 27 students in the class, 20 of them served at least 50 hours. To be more specific, 9 volunteered between 50 and 100 hours, 7 between 101 and 200, and 4 students served over 200 each. Kendal H. ‘20 logged 443.4 hours while a student at The Grauer School, more than 60 of those just in her senior year. Most of her hours were served through the Leader in Training program at the YMCA, making art with children at Lux, traveling with Rustic Pathways, being a Study Buddy, and raising money for the Leukemia and Lymphoma Society. Francesca M. ‘20, Cody D. ‘20, and Will F. ‘20 were all standout humanitarians, logging 248.9, 248.1, and 221.4 hours, respectively.

In spite of all of the challenges this year, 5 students managed to serve more than 100 hours each and an additional 8 served more than 50 hours. Chloe R. ‘21 volunteered during the summer of 2019 as a camp counselor at a Jewish day camp, Max B. ‘22 completed the Leader in Training program at the Magdalena Ecke Family YMCA, Jason W. ‘21 and Gabe S. ‘21 logged many hours and raised a lot of money for the Leukemia and Lymphoma Society, Joshua B. ‘22 became a Junior Lifeguard at Torrey Pines State Beach, Rachel W. ‘21 knitted blankets for children orphaned by the AIDS epidemic, and Urmila H. ‘25 helped out neighbors who were affected by a flood.

The Grauer School also hosted three blood drives this school year. In August 2019 and March 2020, we partnered with the San Dieguito Tennis Club to bring a bloodmobile from the San Diego Blood Bank to our parking lot. In June 2020, the American Red Cross was in desperate need of large indoor spaces in which to collect donations, due to the COVID-19 pandemic. Meyer Hall proved to be the perfect space and we were able to safely host the event. All told, we collected 91 units of blood this year and potentially saved as many as 273 lives! Together we are weathering this storm and we are certainly doing our part to help everyone’s boat make it safely to shore. -

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STEM Center Report Morgan Brown Enhanced STEM Opportunities & A New Endowed Chair

STEM Center Purpose

The purpose of the STEM Center is to provide students with enriching experiences that stimulate their interest in STEM fields while also ensuring they have the opportunity to learn the skills and background knowledge needed to excel in college and beyond. This goal directly supports our overall school mission, which is “to teach and encourage students to become resourceful, intellectually curious and intrinsically motivated, perseverant, self- advocating, and accountable in a compassionate, college preparatory environment.”

STEM Offerings Summary

The STEM Center provides a multitude of offerings to enrich our students’ lives, including both extensive core and elective academic classes as well as after school teams and clubs.

Middle School High School Clubs

Science • Life Science • Biology • Science Olympiad • Physical Science • Chemistry • Green Grauer • Advanced Biology: Marine Biology • Advanced Biology: Anatomy and Physiology • Physics • Environmental Science

Math • Pre-Algebra • Algebra I • Math Club • Intro to High • Geometry • Math Modeling School Math • Algebra II • Pre-Calculus • Calculus I • Calculus II • Business Math • Statistics

Engineering • Technology • Engineering Design • Middle School FLL and Bootcamp • Computer Science Robotics Technology • Hour of Code • Summer STEM Camps • High School FTC • Summer STEM Robotics Camps • AV Team

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Quantitative STEM Center Achievements for 2019-2020

● 37% of Honors sign-ups are for STEM classes in 2019-20 ● 21% of Grauer students participated in STEM clubs or electives in 2019-20 ● Loewy STEM Grant Awarded for 10 consecutive years, averaging $10,000/year ● 30% of our graduating seniors plan to go into STEM fields in each of the past three years, compared to 18% nationally ● Green Grauer: Removing Keurig pods from campus saved 670 pounds of annual waste; pumpkin composting diverted 75 pounds from landfills; banning single-use utensils at lunch saves 13,000 pieces per year; campus gardens switched to drip lines which dropped our average water usage rate from 25 gallons to 1 gallon per hour. ● FTC Robotics: Won 3rd Place Inspire Award at our League Championship event, which we hosted on campus; this qualified us to advance to San Diego Regionals. ● High School Math Modeling: Two Grauer teams entered the HSMCM contest and were tasked with evaluating the costs and benefits of plastic water bans. One team earned an Honorable Mention for their paper (top 45% of all papers submitted), while the other earned a Meritorious ranking (top 20% of papers). ● High School Science Olympiad: Our students excelled against much larger schools and were able to take home high rankings in many categories, including medals for finishing in the top 10 in Fossils, Geologic Mapping, Write It/Do It, Gravity Vehicle, and Dynamic Planet.

Qualitative STEM Center Achievements for 2019-2020

• Members of our HS Robotics team used their 3D printers at home to print parts for personal protective equipment (PPE) to donate to local health care workers. • Alumni Quotes: o “I think something wonderful about Grauer is seeing your STEM teachers excel at things other than the subjects they mainly teach. Taking a music class from Clayton who was also my Pre-Calculus teacher, braving physics with Morgan while he was also the coach of the highly competitive soccer team (whose matches the whole school would attend), and taking Leadership with Dana the same year I took Anatomy and Physiology from her, completely changed my view of myself and what I am capable of. To see how truly well rounded my STEM teachers were was what made it possible for me to be successful pursuing Computer Science in college, forgiving my shortcomings and instead leveraging my many varying interests. Indeed, the fact that I am not 100% STEM is what, I think, makes me truly excel at what I do.” -Natalie Brooks, Grauer 2016, University of Wisconsin at Madison 2020 B.S. Computer Science o “Grauer’s STEM program is nothing without its teachers and the educational environment that they create with their students by allowing more personal relationships with teachers.” -Parker Johnson, Grauer 2016, Santa Clara B.S. 2020 Computer Science + Math Minor • Students coming through for Open House often cite our Robotics teams as the reason they are looking at Grauer. For example: “My son is so excited for High School – the robotics team is the reason we came to this school!” -B.R. Parent of rising 9th grader M.R.

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The Value and Payoff of the STEM Center

With a three-year average of 30% of Grauer graduates pursuing STEM related degrees in college and a significant fraction of our students enrolling in honors courses and/or participating in STEM electives and clubs, we serve a large segment of our student population with a clear and measurable impact. The experiences directly help them gain access to colleges and internships, putting them on the path towards STEM careers our nation deeply needs.

Commendations and Growth Areas for the STEM Center

We are incredibly proud of and commend our STEM teachers for providing wide ranging extracurricular opportunities, such as robotics, math team, and science olympiad, all in addition to providing outstanding classroom instruction. Additionally, we always seek to improve, and we are currently focusing on increasing real world math modeling in the Math Department, increasing hands-on learning opportunities through projects and labs in the Science Department, and adding a MS Science Olympiad team at the club level. We look forward to continuing our work in the coming year. Of course, we are also spending time looking into best practices for teaching with social distancing in place to continue to maximize our impact on the students during the Covid-19 era.

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Center for Athletics & Student Wellness Report Trevor Olson

“In my life I have never felt more supported and connected than I did during my time at The Grauer School.” – Grauer School Alumni

During the 2019-2020 school year, the Grauer School’s Athletic Department continued our mission to offer accessible, fun and well-rounded sporting opportunities as well as more competitive CIF-Sanctioned opportunities for our student-athletes. We continued to advocate for balance and connections, and made the necessary adjustments within both our coaching styles and understanding of the fullness of life to allow these to not only happen but to thrive for our student-athletes. We continued with our no-cut policy and had more High School students become student-athletes than ever before. We strongly believe great values can, and do, come from movement, exercise and sport, and we dedicated ourselves and our focus to this belief. Go, Gorillas!

Athletic Department Vision and Mission Statement -To provide accessible, fun and well-balanced sporting opportunities for both our MS and HS students - To develop character and a love for movement first, and sport related skills second. - To provide more competitive sporting opportunities through our CIF-Sanctioned partnership with Horizon Prep -To integrate a love for the natural world, health and wellness into what we do

High School CIF Sports: Partnership with Horizon Prep Academy “Just keep sending awesome kids...love your students!” – Horizon Prep Administration

The Grauer School student-athletes have full access to all High School CIF Sanctioned sports offered at Horizon Prep. Our partnership does not include the middle-school for both schools compete in different leagues. Our relationship with Horizon Prep continues to excel as both schools fully understand and appreciate the role each school plays in the overall success of the program. We are grateful to have them and they are grateful to have us. Due to COVID-19 we were only able to successfully start and complete the fall and winter seasons with the spring season being cut early. We are looking forward to reestablishing our seasons this coming school year and anticipate them being postponed and/or shortened.

Longitudinal Review of Individual Student Growth in Physical Education

Unfortunately, we were not able to gather post assessment data from our students in Physical Education this year once again due to COVID-19. Our students were put through a rigorous testing routine in the fall to develop a baseline for each and every individual student within our Physical Education department. Later in the year, that testing should have taken place again so that our students could compare their data and celebrate both their individual improvements and successes earned through hard work and commitment. We were unable due to COVID-19 to get this post assessment data so we are eager to get this data back this coming school year (2020- 2021).

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The Grauer School Athletic Opportunities — High School

Fall Sports Opportunities: Girls Volleyball, Boys & Girls Cross Country, 8-Man Tackle Football, Girls Tennis

Winter Sports Opportunities: Coed Surf Team (Non-CIF Sport), Boys Basketball, Girls Basketball, Coed Archery Team (Non-CIF Sport), Boys and Girls Soccer (Non-CIF Sport)

Spring Sports Opportunities (Offered but did not run due to COVID-19): Coed Track and Field, Coed Golf, Boys Indoor Volleyball (inaugural season), Girls Beach Volleyball, Coed Archery Team (Continuing)

The Grauer School Athletic Offerings — Middle School

Fall Sports – Middle School: Girls Volleyball, Coed Flag Football, Coed Cross-Country

Winter Sports – Middle School: Girls Soccer, Boys Basketball, Coed Archery

Spring Sports – Middle School (Offered but did not run due to COVID-19): Boys Soccer, Boys Volleyball, Girls Basketball, Continued Coed Archery

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Visual and Performing Arts Center Report Isaac Langen

With offerings in Music, Theatre, Studio Art, Film Studies, Recording Arts, Culinary Arts, Advanced Music, Advanced Film, Play Production and Arts Leadership, the Arts department continued to grow in scope and participation in the 2019-20 school year. 86 percent of Grauer School students were enrolled in an Arts class, higher than national norms. With the move to distance E-learning, the Arts department continued to provide events for the school community without skipping a beat. Annual events like our Originals Cafe Night and Grauerpalooza became “virtual” events, expanding to include all of our Arts programs in myriad ways. It was truly a year of innovation as we created new venues for students to show their work. Many of our arts events can be found on Youtube on the Grauer School Online Youtube Channel.

With 65 percent of Grauer students enrolled in a Music or Recording Arts class, the Music program had a dynamic year. Three of our graduating seniors, Christian B. ’20, Zoe-Daphnee L. ’20, and Francesca M. ’20, were accepted to prestigious music conservatories, a new record. Music is an integral part of Grauer School culture, with weekly assemblies, Café Nights, lunch concerts, Grandfriend’s Day, the Gala, and Grauerpalooza showcasing our talented musicians. Our newly revamped Music Honors program gave students the opportunity to delve deeper into music theory and composition and 28 percent of our High school music students took Honors music. Our Recording Arts classes worked with the latest technology including Logic Pro X, Isotope, Fabfilter and more. A new teaching fellow was added to our program, allowing for more opportunities to teach in smaller ensembles. With the stay at home orders, music students collaborated on music projects and videos using Final Cut Pro and iMovie and all our work was posted on our Grauer Arts YouTube Channel. This proved to be a silver lining as our musicians were able to reach previously unimagined numbers of viewers with our performances. During the lockdown alone, our musicians, actors and filmmakers garnered 15,259 views on their videos, including 609 hours of watch time, and gained over 100 new subscribers. While 91 percent of views came from the United States, 9 percent watched from Canada, Germany, France, UK, Brazil, Australia, and Hong Kong. On Spotify Music, the last compilation of original music by Grauer musicians has logged over 123,680 plays and has been played on six continents. Grauer musicians are reaching a worldwide audience.

Our new Film Studies program entered its second year. In this project-based program, students learned by creating characters, writing scripts, storyboarding, filming, editing, and exporting their film projects. In every stage of the film production process - pre-production, production, and post-production - students made choices and developed their film styles. Film Studies students filmed the live music and theater events prior to the COVID-19 shutdown. These productions are available to view on The Grauer School Online YouTube channel. Students in Film learned from industry professionals on several field trips to Los Angeles, Carlsbad, and Encinitas, and from guest speakers in the Zoom classroom. During the quarantine, student projects from Film Studies, Advanced Film, and Multimedia were compiled and edited for an online collaborative Film Night show which recognized and celebrated the projects that Grauer Film students created. This year, Film Night was part of our week-long Grauerpalooza online event. The best student projects premiered on YouTube in the Film Night Premiere video.

Film students also entered projects in five educational film festivals, including the iVIE Awards (Innovative Video in Education) & Student Film Festival. Our students were recognized with five iVIE Award nominations this year - two in high school categories, and three in middle school categories. Three Multimedia students won iVIE Awards for their vlog projects, “Grauer Quaranteens”, marking the second year in a row that Grauer Film students have won iVIEs. In addition to filmmaking, the program took an activist role with the new Podcast Club, leading to collaborations with the GSA and Girl Rising clubs.

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It was an exciting and challenging year for our Theatre Arts department, starting out with the opening of The Justice Center. This multi-use space housed the theatre classes, providing a safe creative environment for the actors to rehearse and perform. Having this incredible new space gave the department a strong sense of unity and the program saw an increase in numbers this year, allowing for more collaboration and performances. The High School Theatre department began the school year producing their own Café Night of scenes and monologues, followed by the main production of the year, Neil Simon’s The Good Doctor. The production included actors from the entire student body. Theatre students costumed and stage managed the play, with set design by the Visual Arts department and music designed and performed by the Music department. During the 4th quarter pandemic lockdown, the Theatre classes worked on original work and a virtual play, presented on the Grauer Arts YouTube. The department ended the year producing a “virtual” Senior Showcase directed by the senior actors. Hours were spent in and outside of class rehearsing and collaborating with each other on Zoom, resulting in their production of The Night of Ives, which was also presented on YouTube.

The 2019-2020 school year marked the 5th year of Domino's Art Studio. 70 students were enrolled in a Visual Arts class, just under half of the student body. Course offerings included 7th Grade Art, 8th Grade Art, High School Studio Art, Advanced High School Studio Art, and Yearbook Design. New this year was the “Leadership in the Visual Arts” class for students wishing to focus on finding ways to bring art to our Grauer community. Eight students received Honors Art credit throughout the year. Students continued to develop their digital art skills in illustration, graphic design and animation with the use of our school’s four iPads and pencils. Each Grauer art student kept up their own online art portfolio website. During our distance learning quarter, students collaborated on “Quarantink”, a universal daily art prompt for each day of April inspired by the popular “Inktober” month-long drawing event. This year’s Yearbook Design class worked hard to complete a yearbook during this unprecedented pandemic. Since the annual San Diego County Fair Student Art Showcase was canceled, the Visual Arts department created its own interactive “Virtual” art museum with 64 students represented. This was put up live for the virtual Grauerpalooza, allowing more student work to be displayed and for people to tune in from all over the world. The “Virtual Art Museum” can be seen here: https://tinyurl.com/GrauerArtMuseum2020. Check out our Grauer Art Instagram (@GrauerArt) for updates throughout the year.

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Grauer Parent Association Report Akemi Dyer

The mission of the Grauer Parent Association (PA) is to build and encourage a close parent community and to provide a network of communication between the parents, staff, and students at Grauer. We had a successful year with our main goal to be inclusive and create opportunities for parents to participate at many different levels and in many different capacities. We held a variety of traditional events, an adult event, one guest speaker and an out of this world VIRTUAL gala. We saw some new faces and provided many volunteer opportunities. Unfortunately, many of this year’s events/activities were sidelined by the COVID-19 pandemic.

2018-2019 Parent Association Board Stephanie Bristol/Akemi Dyer, President Katherine White, President Emeritus Kelli Melby, Secretary Jonell Tibbitts, Treasurer Akemi Dyer, Vice President Sandi Weir, Room Parent Coordinator

2018-2019 Parent Association Events First day of school snack table Grauer Back to School Roundtable meetings with Principal Dana Abplanalp-Diggs PA table and representatives at Grauer Open House and New Parent Orientation Back-to-School Family BBQ support Halloween/Thanksgiving Pumpkin Decorating Founder’s Day & Grandfriends’ Luncheon Casino Night Grauer Picture Day support Hosted Presentation by Erica Rood, Parenting Coach Parent Judges for Middle School Science Fair Grauer Literary Society Holiday Mantle Decor Faculty/Staff Appreciation Luncheons presented by each grade GrubHub gift cards to all faculty and staff Valentine’s Day crepe luncheon for staff and gifts hosted by PA Delivery of welcome treats to new families Assisted with Annual Gala along with School Staff (virtual) Donated to teacher endowment fund at the Annual Gala Helped to maintain kitchen cleanliness and weekly linen washing

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Grauer Alumni Association Report Sheila Wirick

The Grauer Alumni Association, now in its eighth year, lists its members at over 430 Grauer Alumni students. We continue to publish our GrauerAlum newsletter which provides updates on important events in the lives of our alumni, and we also communicate with our alumni through a Grauer Alumni page on Facebook. We are excited to have an alumna from the Class of 2003 serving on the Grauer Foundation for Education Board of Trustees. We love maintaining contact with our alumni and look forward to engaging them in many school activities in the future including our Annual Fund Campaign, the Grauer Gala and of course, class reunions. We also have a Grauer Alumni webpage that features the most current along with an archive of all of the Grauer Alum newsletters.

Seeing our alumni on campus is our greatest joy and we encourage every one of them to visit when they’re in town and attend our events, whether it be our weekly assembly, our class reunions, or our Senior Commencement Ceremonies. We will continue to fulfill the purpose of the Grauer Alumni Association: “… to create, maintain and enhance lifelong relationships between the school, its faculty, and its alumni, … fostering mutual loyalty, interest and support as partners in each other’s success.”

Grauer Alumni Guest Teachers: Courtney Conway ’17, Spencer Wirick ’17, Jonah Gertz ‘17

The Grauer School — 1500 S. El Camino Real, Encinitas, CA 92024 — (760) 944-6777 Page 30

Grauer Annual Alumni Survey - April 2020

At The Grauer School, we strive to make our community as engaging and enriching as possible, and one way we can achieve that goal is by gathering information from our recent graduates (2016 to 2019). Specifically, we asked our alumni how and what they are doing, and which aspects of their Grauer high school experience were most useful in providing a smooth transition into post-secondary life.

What is your major or vision for the future?

• Political Science, Law School • Chemistry • Double major in History and Film, with a • BS Computer Science, Math minor minor in Film Studies • Writing for Screen and Television in the • Digital Cinema with Emphasis in Writing and School of Cinematic Arts Directing • Pre-Vet • Continuing the work I love! • BFA Music – Voice Arts • Computer Science • Metallurgical and Materials Engineering • Criminal Justice, Geography • Psychology • Wildlife and Conservation Biology, • Creative Writing, French Zookeeper • Integral Design • Theater and Psychology • Anthropology • Computer Science, Software Engineer • Aeronautical Science- Fixed Wing • English BA, Religion and Philosophy MA

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Giving Report Lindsay Zickler

“The Grauer School campus was built and developed almost entirely by parents.” – Dr. Stuart Grauer

There are many ways to give to Grauer, including time, treasure and talent. A walk around our campus reveals a pantheon of beautiful, named spaces. We graciously accept gifts that are aligned with our core mission and have outlined three times during the school year when we ask for parent participation and support (Annual Fund-Fall, Endowment Funds-Winter, and Gala-Spring). Note that our campus capital campaign is now complete, thanks to our generous Grauer Community.

Grauer is a small school and your gift really changes the game! Unrestricted gifts to The Grauer School are preferred and allow the school to utilize the funds based on current needs. However, we encourage parents to talk to us about how to best align personal passions with giving at Grauer. We understand that our mission can accommodate a very wide range of donor interests and our donor conversations are almost always an effort to help donors identify how they can help in terms of those interests. Restricted gifts have been huge sources of inspiration in the past and may need to be considered by our board and development team. Additionally, commitments must be made in writing and acknowledged by both the donor and the School. The Grauer School understands that accepting a gift is accepting the obligation to honor the donor’s intent.

Thanks to all who have contributed to Grauer during the 2019-2020 Fiscal Year (August 1-July 31) - we appreciate your big hearts and your investment in our future. The donors listed below have generously contributed gifts to The Grauer School. Every effort has been made to include each person or organization who contributed to Grauer during this period. If your name has been omitted or listed incorrectly, please contact the Development Office at [email protected] or (760) 274-2115. Thank you for giving to Grauer!

The Grauer School — 1500 S. El Camino Real, Encinitas, CA 92024 — (760) 944-6777 Page 32

Annual Fund

The Annual Fund helps support The Grauer School's operating budget and needs during the current school year. More importantly, the generous support of our families, friends and community members makes it possible for us to build a dream school for our students. Thank you to all families and friends who donated to the 2019 Annual Fund.

$20,000+ Thomas Hamma Ron Coughlin Debi & Jeff Heiskala Allison & David Cumming Jenny & Eugene Hong Saida & Hassan Ihs $5,000-$9,999 Melissa & Doug Medve Alchera & Willy Ayyad Jolanda & Frank Messmann Christina Buck & Thor Haugen Pavla & Erik Nygaard Cathy Santone & Scott Owen $2,019-$4,999 Erica & Steven Ratner Alexandra Borbolla & Serge Brachet Leslie & Embry Rucker Deborah & Matthew Brinker Rachel & Solomon Short Carie & Michael Connell Carolyn Whitehouse & Billy Stern Jennifer & Julie Dunne Sandi & Michael Weir Julie & Sanford Fisch Katherine White Alexis Hearst & Michael Howard Laurie Torkelson & Andrew Worlock April & Jason Lupton Diane & Rob Zeps Kristina & Richard Mottla Stephanie & Tom Pellette $500-$999 Stacia Dawson & Pete Selner Jen Shirshun & Marcus Bachrack Jonell & Greg Tibbitts Michael & Kristen Barsness Tracey & Scott Berlin $1,000-$2,019 Michelle & Olivier Bourgeot Carl & Leslie Agsten Julia Hook & Jan Bretschneider Jill & Christopher Ahearn CJ & Jason Callahan Holly & Kevin Bauer Sarah & Brian Carey Isabelle & Marc Blanchard Laikin & Henry Chan Karen & Andrew Cardno Kalpana Chalasani & Louis Christiansen Vitor & Sarah Carvalho Luzmenia Cabello Barrios & Ignacio Contreras Anastasia & Rich Dimatteo Louise Lu & Tim Diep Rosibel Ochoa & Efrain Figueroa Sally & Stuart Grauer Yuki Mese & Craig Gilbert Jeannine Guarino & Erik Groessl

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Caroline & Adrian Hall Patti & Bill Harman Claudia & Martin Hetzer Theresa Hernandez Carolyn & Patrick Lennon Lisa & Marty Hochman Dana & Ryan McCrary Regina & Alex Ignon Louise & John Melcher Johnny King Carole & Marc Pegulu Olivia Kleinrath Tricia & Brad Rambur Erin & Isaac Langen Aleksandra Spasic & Jonathan Raymond Libby Lievers Denise & Eric Rosser Peter Mannisto Candice & Gavin Stone Amy & Michael Matthews Patty & Jon Upham Beth & Rob McLoughlin Sheila & Kevin Wirick Margie & Read Mecleary Kelli & John Melby Up to $499 Anne & James Merson Tracy Ahrens Lizbeth Ecke & David Meyer Jo Anne & Scott Arens Rebecca Reynolds & Chris Meyer Dominique Bartoughian Erin Hawk-Miller & Jeremiah Miller Farah & Jonathan Belanger Sevgi Miracle Gayatri & Gowrishankar Bharadwaj Francesca & Sean Mortimer Shelley Boniwell Kimberly & Matthew Muga Jessi Brown Melissa & Eric Noguchi Morgan Brown Susy & Jason Pang Jamie Burnett Ivonne & David Pearson Christina Burress Paige Prindle Molly Rombotis & Dustin Campbell Mimi Robinson Janet & Joshua Cole Nick Scacco Lauren & Matthew Colvin Peter Schneiderman Paulina Davis-Fisher Mary Ann & Tony Sims Dana Abplanalp-Diggs & Steve Diggs Erin Smith Brian Dugan Donna Versaci & Randy Spiegel Amy & Sean Fallmer Tricia Valeski & Justin Stockon Fariba Farah Alicia Tembi Tori Faxon Dina Treibel Paige Bradley & Greg Frost Kari Van Way Annie Lavoie-Gagne & Jean-Sebastien Gagne Brendan Wallace Peggy Gardner Sherri & Kevin Wexler Reni Schriek & Brent Garduno Patricia Young Craig Gertz Sara Zelazny Jesse & Jason Giessow Lindsay Zickler Frida LeBreton & Alexander Greiner

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Our Big Greek Gala

“This is no time to dispense with ceremony. These are times we will reflect on for our lifetime - these are the times ceremony is for." - Dr. Stuart Grauer

On May 2, 2020, The Grauer School hosted its first online gala. In the midst of such unprecedented times, our Grauer community came together to support those who needed it. Many Grauer friends and family members contributed to our pre-gala emergency relief fund through the purchase of "virtual planks.” Twenty years ago, Grauer parents sold wooden planks in order to build ADA ramps needed for our new school site. This past year, the purchase of "virtual planks" went into our traditional gala paddle raise and is what allowed us to truly gather in celebration on the day of the gala. Once again, it was our generous Grauer community that got us through tough times. We are humbled by and thankful for our Grauer Family!

Donors listed below contributed to either one or both of these important funds: • The Scholarship Donation Fund: assisting families hit hard by the COVID-19 pandemic with tuition assistance needs for the 2020-21 school year. • The Teacher Endowment Fund: helping us to secure the future for our teachers and their families who gratefully receive annual payouts. Note that the purchase of senior legacy bricks also supported this endowment fund.

$50,000+ Rosibel Ochoa & Efrain Figueroa Anonymous Julie & Sanford Fisch Allison & David Cumming Craig Gertz The Grauer School Parent Association $25,000-$49,000 Debi & Jeff Heiskala Claudia & Martin Hetzer $10,000-$24,999 Louise Lu & Tim Diep Sherri & Troy Williams Amy & Michael Matthews Kimbra & Dave McGuiness $5,000-$9,999 Lizbeth Ecke & David Meyer Alexis Hearst & Michael Howard Kristina & Richard Mottla Stephanie & Tom Pellette Cheryl & Cliff Pia Christina Buck & Thor Haugen John & Regina Rowe Jonell & Greg Tibbitts $1,000-$4,999 Sheila & Kevin Wirick Dana & Jules Abraham Laurie Torkelson & Andrew Worlock Jill & Christopher Ahearn Sara Zelazny Alchera & Willy Ayyad Diane & Rob Zeps Jen Shirshun & Marcus Bachrack Tracey & Scott Berlin Alexandra Borbolla & Serge Brachet Jennifer & Julie Dunne

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$500-$999 Patti & Bill Harman Leslie Clay & Carl Agsten Theresa Hernandez Farah & Jonathan Belanger Erica Holbrook Isabelle & Marc Blanchard Tom Hopper Karen & Neil Bresnan Brent Hyman CJ & Jason Callahan Regina & Alex Ignon Amy & Sean Fallmer Suzanne Ingoglia Reni Schriek & Brent Garduno Johnny King Yuki Mese & Craig Gilbert Erin & Isaac Langen Caroline & Adrian Hall Carolyn & Patrick Lennon Deborah Carter Hunt Libby Lievers Eva & Heikki Mannisto Mikki Keller & Andrew Litman Wendi & Neil McKenna Rachel & Clint Lukens Aleksandra Spasic & Jonathan Raymond Peter Mannisto Molly & Joseph Reid Dana & Ryan McCrary Leslie & Embry Rucker Melissa & Doug Medve Carolyn Whitehouse & Billy Stern Kelli & John Melby Katherine White Louise & John Melcher Rebecca Reynolds & Chris Meyer Up to $499 Lexi Meyerowitz Tracy Ahrens Erin Hawk-Miler & Jeremiah Miller Kristen & Michael Barsness Sevgi Miracle Dominique Bartoughian Leila & Troy Morgan Shelley Boniwell Cathy Santone & Scott Owen Jillian Bourdon Susy & Jason Pang Jessi Brown Clayton Payne Morgan Brown Ivonne & David Pearson Jamie Burnett Carole & Marc Pegulu Christina Burress Diane Pettibone Karen & Andrew Cardno Lorin Port Catherine & Greg Carron Paige Prindle Sarah & Vitor Carvalho Tricia & Brad Rambur Laikin & Henry Chan Nancy & Doug Rein Misty & Rock Conaty Lindsy & Todd Richards Luzmenia Cabello Barrios & Ignacio Contreras Mimi Robinson Dan Danner Nick Scacco Paulina Davis-Fisher Molly & Paul Scofield Dana Ablanlalp-Diggs & Steve Diggs Tricia Shemwell Brian Dugan Erin Smith Akemi & Kevin Dyer Donna Versaci & Randy Spiegel Alessandra & Jeff Easum Dano Spooner Tori Faxon Tricia Valeski & Justin Stockton Kelly Vajda & Justin Foia Alicia Tembi Tracy Frederick Dina Treibel Elizabeth & Roy Freedman Brendan Wallace Jesse & Jason Giessow Michael Welch Audrey Grauer Sherri & Kevin Wexler Frida LeBreton & Alexander Greiner Patricia Young Jeannine Guarino & Erik Groessl Lindsay Zickler

The Grauer School — 1500 S. El Camino Real, Encinitas, CA 92024 — (760) 944-6777 Page 36

Thank you to our Gala Sponsors and Underwriters:

Boretto + Merrill Consulting (The Yon/Merrill Family)

Falcon West Insurance Brokers (The Tanghe Family)

Refound (The Spasic/Raymond Family)

Kieffer Orthodontics

Thank you to our Gala Co-Chairs Jenny Hong & Molly Reid and the parent committee for your help in putting on an unforgettable event.

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Endowment Funds

Access to Grauer Tuition Assistance Endowment Fund: Our tuition assistance program, with the goal of providing access to enhanced education for families who otherwise might not be able to afford independent schools, reflects the most essential work Grauer can do. Long range vision gifts like tuition assistance allow us to sustain the most inclusive, dynamic student body at Grauer. In 2019, The Donald C. & Elizabeth M. Dickinson Foundation graciously approved a grant to support tuition for one student and additionally offered a $50,000 challenge grant, providing our organization one year to raise matching dollars on a 1:1 basis to support our Access to Grauer Tuition Assistance Endowment Fund. Because of the support of our generous families and community members, we met this challenge and have been awarded another $50,000 matching grant. We look forward to continuing our fundraising efforts for this very important fund.

Teacher Endowment Fund: We cannot imagine a greater cause than teaching! In addition to raising funds for our dedicated teachers at the 2020 gala, families also contributed to this critical fund during enrollment/re-enrollment. This endowment has continued to grow and your donation toward the Teacher Endowment Fund helps us support our passionate teachers, who gratefully receive annual payouts.

Donors listed below (in alphabetical order) contributed to either one or both of these important funds:

Jill & Christopher Ahearn Meredith & Craig Garner Leila & Troy Morgan Margo Alon Dana Friehauf & Douglas Gillingham Kristi & Rich Mottla Johanna Afshani-Afra & Robert Afra Karen & Tim Gleeson Pavla & Erik Nygaard Alchera & Willy Ayyad Jeannine Guarino & Erik Groessl Susy & Jason Pang Jen Shirshun & Marcus Bachrack Debi & Jeff Heiskala Carole & Marc Pegulu Kristen & Michael Barsness Jenny & Eugene Hong Laurayne Ratner Diana & Brian Baxter Alexis Hearst & Michael Howard Denise & Eric Rosser Tracey & Scott Berlin Olga & Yolian Ignatov Leslie & Embry Rucker Michelle & Olivier Bourgeot Angela Irons Rachel & Solomon Short Katie & Mark Bowles Christina Irvin Erin Smith Deb & Matt Brinker Carolyn & Patrick Lennon Heather & Dylan Steer CJ & Jason Callahan April & Jason Lupton Nancy Stock Laikin & Henry Chan Kimbra & Dave McGuiness Candice & Gavin Stone Lauren & Matthew Colvin Wendi & Neil McKenna Pelin & Scott Thorogood Misty & Rock Conaty Beth & Rob McLoughlin Liz & Jason Townend Carol & Martin Dickinson Melissa & Doug Medve Alison & Wyatt Wachtel Jen & Tom Delonge Kelli & John Melby Sandi & Michael Weir Jennifer & Julie Dunne Jolanda & Frank Messmann Sherri & Troy Williams Rosibel Ochoa & Efrain Figueroa Lizbeth Ecke & David Meyer Sara Zelazny Karen & Orrin Gabsch Michelle & Tom Millikan

STEM Chair Endowment Fund: We are also proud to continue building a world-class STEM program at The Grauer School and are grateful to have the continued support of our robotics and STEM program through the endowed Loewy-Linz Chair in STEM Innovation. Grauer’s STEM department continues to grow stronger each year because of learning opportunities available through our Loewy-Linz Innovation Lab. Thank you to The Loewy Family Foundation for making this possible.

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Grants and Other Gifts

Director’s Discretionary Fund Unrestricted Gifts Richard & Marion Leonhard Jill & Christopher Ahearn Karen & Orrin Gabsch Isabelle & Marc Blanchard Katie & Marc Bowles Film Studies Grant Alexandra Borbolla & Serge Brachet Thomas Hamma Ron Coughlin Laetitia & Charles Cousin Robotics Grant Jesse & Jason Giessow RISE Robotics Debi & Jeff Heiskala Deborah Carter Hunt Scholarship Donation Fund Olga & Yolian Ignatov Don Kish Angela Irons Laurie Torkelson & Andrew Worlock Rebecca Reynolds & Christopher Meyer Donald C. and Elizabeth M. Dickinson Memorial Fund Michelle & Tom Millikan Cheryl & Cliff Pia Jill Schulz Mary Ann & Tony Sims Carolyn Whitehouse & Billy Stern Tricia Valeski & Justin Stockton Katherine White

Foundations & Corporate Matching Gifts

Abbot Laboratories The Benevity Community Impact Fund The Cumming Foundation The Community Foundation of Louisville The Donald C. & Elizabeth M. Dickinson Foundation Donald C. and Elizabeth M. Dickinson Memorial Fund The Ecke-Meyer Family Foundation Intuit The Loewy Family Foundation Microsoft Qualcomm Charitable Foundation Ron V. Coughlin Jr Foundation San Diego County Solar, Inc Schwab Charitable Fund Thomson Reuters The Troy & Sherri Williams Foundation for Education Vertex Pharmaceuticals

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